0. RTI Module 4
INTERVENTIONS

1. Module 3 Review and Module 4 Link to Previous RTI Modules
Karen Jones
Education Associate
Delaware Department of Education

2. Review of Homework
Observed school-based teams in action, interview staff
Used the Homework tool provided to evaluate the status of your teams.
Discussion 2

3. Problem Solving Process
Problem Identification & Problem Analysis
Strategy/ Intervention Design
Strategy/ Intervention Implementation
Strategy/ Intervention Evaluation
Follow-up and Re-design
Gravois, IC Teams, 2008 3

4. Problem Solving Process
Problem Identification & Problem Analysis
Strategy/ Intervention Design
Academic:
Conducted under instructionally matched conditions
Effective instructional practices (modeling, repetition, corrective feedback, incentives for improvement)
Plan for progress monitoring
Behavior:
Application of researched behavior principles
Contingency management 4
Gravois, IC Teams, 2008

5. Problem Solving Process
Problem Identification & Problem Analysis
Strategy/ Intervention Design
Strategy/ Intervention Implementation
Implementation integrity must be considered 5
Gravois, IC Teams, 2008

6. Problem Solving Process
Problem Identification & Problem Analysis
Strategy/ Intervention Design
Strategy/ Intervention Implementation
Strategy/ Intervention Evaluation
Charting and graphing of data (at least weekly)
Continued comparison of data with baseline and goals 6
Gravois, IC Teams, 2008

7. Problem Solving Process
Problem Identification & Problem Analysis
Strategy/ Intervention Design
Strategy/ Intervention Implementation
Strategy/ Intervention Evaluation
Follow-up and Re-design
- Recognition that refinement and “tweaking” are necessary parts of effective problem solving 7
Gravois, IC Teams, 2008

8. Problem Solving Continues with Guiding Questions
Is the core program sufficient?
If the core program is not sufficient, why isn’t it?
How will needs identified in the core be addressed?
How will the effectiveness and efficiency of the core be monitored over time?
Have improvements to the core been effective?
Sharon Kurns, Heartland Area Education Agency 11

9. Problem Solving Continues with Guiding Questions
For which students is the core program not sufficient and why?
What specific strategic and intensive instruction/intervention is needed?
Will the instruction/intervention be developed and selected through assessment, then matched with the function of target academic or behavior of each student?
How will strategic and intensive instruction/intervention be delivered?
How will effectiveness of strategic and intensive instruction/intervention be monitored?
Sharon Kurns, Heartland Area Education Agency 11

10. Intervention Design What is our plan to address the problem?
What is the desired outcome of the intervention?
What are we going to do to achieve that outcome?
How will we know if the plan is working?
How will we know if the plan is being implemented as intended?
What do we do if the plan works or does not work?
Sharon Kurns, Kristi Upah & Sandy Nelson, Heartland Area Education Agency 11

11. Intervention Progress Monitoring Is the student making sufficient progress given the intervention?
Are the supports in place to carry out the measurement strategy?
How will data be displayed?
Are data being collected frequently and regularly?
Is the intervention creating the desired outcomes?
What changes might need to be made to the intervention?
Sharon Kurns and Kristi Upah, Heartland Area Education Agency 11

12. Implementation Integrity Is the intervention being implemented as planned?
What are the essential elements of the intervention?
What is the acceptable level of performance? Or how will we know if the intervention is being implemented with integrity?
How will integrity data be collected?
Is integrity data being collected as planned?
How will the integrity data be analyzed?
Are adjustments to implementation necessary? (Make Decision)
Alecia Rahn and Sharon Kurns, Heartland Area Education Agency 11

13. Evaluation Decisions Has the intervention been successful?
Should the intervention be evaluated?
Is the student making progress at an expected rate?
Is the student’s performance significantly discrepant from peers or expectations?
What are the student’s instructional needs?
What are the student’s ongoing instructional needs and what resources will be needed to meet them? (Make the decision.)
Sharon Kurns, Randy Allision, Jeff Grimes, Kristi Upah, Heartland Area Education Agency 11

14. Bibliography
Heartland Area Education Agency 11, Improving Children’s Educational Results Through Data-Based
Decision-Making. Johnston, Iowa

15. Module 4 Overview Juley Harper ELA Education Associate
Delaware Department of Education

16. Because… RTI makes me feel like…
Synectics-Establish a feeling with an object. William Gordon
Because…

17. A mistake we often make in education…
plan the curriculum materials very carefully
arrange all the instructional materials
open the doors of the school
and then…
find, to our dismay, that they’ve
sent us the wrong kids.
ANON

18. An Intervention Is NOT Moving the student to another seat
Referring the student to special education
Adjusting the level of questions on an assessment
Teaching the core curriculum
Retaining the student
Simply observing the student in the classroom
Suspending the student
Allowing the student to use a calculator
Information based on research from Karen Burggraf, MEd and Arden Sotomayor, MEd, 2007

19. An Intervention IS
A scientifically researched-based program used IN ADDITION to the core curriculum to help students with significant deficits reach proficiency.
Information based on research from Karen Burggraf, MEd and Arden Sotomayor, MEd, 2007

20. Effective Interventions
Why must we work at the school level to provide effective interventions?
Children enter school with diverse instructional needs (e.g., talent, preparation for learning, oral language knowledge and abilities, motivation)
Some children require instruction 4 or 5 times more intense than others
The classroom teacher, alone, may not be able to provide sufficiently powerful instruction to meet the needs of all students
Based on Research completed by the Florida Center for Reading Research, Elizabeth Crawford and Joseph Torgeson, 2006

21. Effective Intervention Characteristics
They…
increase the intensity of instruction
increase instructional time
decrease number of children in instructional group
improve quality of instruction
provide many opportunities for pre-teaching, re-teaching, review, and supervised practice
are focused carefully on the most essential learning needs of the students
provide instruction that is both EXPLICIT and SYSTEMATIC
Based on Research completed by the Florida Center for Reading Research, Elizabeth Crawford and Joseph Torgeson, 2006

22. Common Traits of Successful Schools
Strong Leadership
Positive Belief and Teacher Dedication
Data Utilization and Analysis
Effective Scheduling
Professional Development
Scientifically-Based Intervention Programs
Parental Involvement
Based on Research completed by the Florida Center for Reading Research, Elizabeth Crawford and Joseph Torgeson, 2006

23. Sophistication of Knowledge

24. Delaware Department of Education
RTI Interventions
Behavior
Brian Touchette
Delaware Department of Education

25. Positive Behavior Support
Intensive academic support
School based adult mentors
Intensive social skills training
Individualized function based behavior support plans
Parent training and collaboration
Multi-agency collaboration (wrap around)
Alternatives to suspension and expulsion
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Intensive social skills training and support
Self-management programs
School-based adult mentors (check-in)
Increased academic support & practice
Alternatives to school suspension
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Effective academic support
Teaching social skills
Teaching school-wide expectations
Active supervision in common areas
Positive reinforcement for all
Firm fair, corrective discipline
Effective Classroom management
School-wide Interventions
All settings, all students
Preventive, proactive
All Students in the School

26. Interventions at Tier 1 If: >40% of students received 1+ODR
>2.5 ODR per student
Then: Need to consider modifying universal supports to improve overall system (teach, precorrect, & positively reinforce expected behaviors)
If: >60% of referrals come from classroom
>50% of ODR come from <10% of classrooms
Then: Need to consider enhancing universal or targeted classroom management practices (examine academic engagement & success; teacher, pre-correct for, & positively reinforce expected classroom behavior & routines
If: >35% of referrals come from non-classroom settings
>15% of students referred from non-classroom settings
Then: Need to consider enhancing universal behavior management practices (teach, precorrect for, & positively reinforce behavior & routines; increase active supervision in non-classroom settings (move, scan, interact)
Sugai, 2004
Brian
HANDOUT

27. Functional Assessment Pathway
Maintaining
Consequence
THE FUNCTION
“Get something”
“Get away from
Something”
Problem
Behavior
Setting Event
Triggering
Event or
Antecedent
So, although you won’t be doing a detailed functional behavioral assessment at this point, you are going to at least consider how the behavior gets maintained for the child.
Each of these steps in the pathway is reflected in the PI interview.

28. Example of Behavioral Pathway
Setting Event Antecedent Behavior Consequence
Alone for Given Math Profanity Gets out of
30+ minutes or other task disruption completing work
Start of summary:
When given math worksheets & other assignments, Caesar does not do his work, he uses profanity & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers requests.
So, if your analysis of a problem was like this…
the first part of your summary at Step 12 of the PI interview might look like this

29. Characteristics of quality interventions
Seen as feasible and acceptable
Involve progress monitoring, fidelity checks
Based on collaboration with family
Based on effective intervention principles (evidence-based)
Address prevention, teaching, and consequences
One more issue to consider in selecting interventions for a particular student: be sure to address a broad context, not just think about consequences.
In some cases, the intervention will be within the classroom, while in other cases the teacher and consultant will work together to link the student with extra-classroom resources. The consultant can assist in progress monitoring.

30. Characteristics of Quality Interventions
Preventive
Make the behavior irrelevant. Change the environment so it’s not necessary
Teaching – make the behavior inefficient
Teach a replacement skill that works better
Function/Consequence
Make the behavior ineffective. Remove reinforcement of the problem behavior. Maximize reinforcement of the replacement behavior
Academic Considerations
All things considered, it is always easier to prevent than correct problems.
Relationships are preventative as are good classroom management strategies. You may need to look at what is working for others in the class that might need to be adjusted for this particular kid (e.g., most kids may be handling transitions well, but the target kid really struggles. What supports can be added to transition times?).
Make sure the kid has the tools needed to succeed (emotion regulation, socially appropriate means for accessing attention).
Only after these are addressed should you look at consequent strategies.

31. Targeted Interventions: Some examples
Skill Building
Academic
Organizational
Social
Anger management
Problem-solving and conflict resolution
Coping strategies
Support/relationship Building
Check In programs
Mentoring (with adults or peers)
Peer tutoring (with target student as tutor)
Cooperative learning activities
Breakfast/lunch clubs
Student leadership opportunities
For convenience, we’ve placed interventions into two categories.
The consultant and teacher or parent may also make other changes to the student’s routine to try and prevent the problem, etc.
When skill building is needed, these are some likely areas where teaching may need to occur (note: we’re not talking about academics today)
Social skills: second step; skillstreaming; second step
Anger management: Lochman’s program
Problem-solving conflict resolution: solution oriented counseling; others? I Can Problem Solve
Coping strategies: anxiety management; Coping Cat
Many kids who don’t respond to the schoolwide program need additional interpersonal support. They need to feel connected at school. Positive relationships provide students with a reason to want to do better.
Note that these relationship building activities may occur at the same time as skill building activities.

32. Innovations Examples

33. Universal Screening Workshop – April 23rd
Paid Commercial Advertisement
Universal Screening Workshop – April 23rd
This training is designed to help you IDENTIFY students who may need additional mental health/behavioral intervention. It is not designed to help you provide these services.
Ask teams the following questions:
Do you believe that your SW system is in place and functioning well (that is, fewer than 20% of kids in the upper tiers & data are being used effectively to modify the SW program)
If so, do you feel you have a good problem solving structure in place when kids are identified as having social emotional and behavior problems?
If so, do you feel there are mental health services available either in school or in your local community?
If so, you may be ready to consider how you are identifying kids in need and whether you are reaching them as quickly and efficiently as possible…this training is for you.
Summer Training for PBS on all levels of interventions –

34. Recognition and Response RTI and Early Childhood
Jim Lesko, Ed.D
Delaware Department of Education

36. Principals for Developing the Response in Early Childhood
Merges the best aspects of early childhood general and special education
Combines the standard treatment protocol and problem-solving process from RTI
Includes content based on the best predictors of language and literacy skills in pre-k
Includes curricula and instructional approaches for pre-k that are validated through research/practice
Uses methods for scaffolding learning that are based on evidence
Includes a balance of explicit and embedded approaches
Includes guidelines for implementation

37. Culturally and linguistically diverse population
Teachers on a continuum of learning

39. Institute for Education Sciences Math and Literacy

40. Effectiveness Ratings for Early Childhood Interventions

43. References and Sites References Listing of some important web sites:
Buysee, V., & Winton, P., & Zimmerman, T. (2007). RTI goes to pre-k: An early intervening system called recognition and response. Early Developments, 11, 6-10.
Coleman, M.R., Buysee, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at-risk for learning disabilities. Full report. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute
Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Establishing the evidence base for an emerging early childhood practice: Recognition and response. In V. Buysse, & P. Wesley. (Eds.), Evidence-based practice in the early childhood field (pp ). Washington, DC: Zero to Three.
Listing of some important web sites:

44. Mathematics Diana Roscoe Delaware Department of Education And
Jamila Riser, Math Coalition
Val Maxwell and Jan Parsons, University of Delaware
Eric Shane, Caesar Rodney School District

45. Both are a part of Response to Intervention
Math Interventions
An intervention can be thought of as a plan of action on behalf of students who are struggling or who are being considered for acceleration.
The term intervention usually indicates that the students’ difficulties or particular strengths are in the early stages, when they can be identified and possibly addressed before they become a concern.
In contrast, remediation is often applied to actions taken to reverse established patterns of achievement by students who are already struggling or failing and need intensive and long-term assistance. (NCTM)
Both are a part of Response to Intervention

46. Resources
How do we as a teacher, school, district, state, develop math intervention strategies when even the experts haven’t developed a multitude of effective prescriptive intervention strategies?

48. Effective Intervention Is a Problem-Solving Process
We invite you to participate in the following two problem-solving strategies that help teachers to build a library of interventions
Whole class – pedagogical intervention
Individualized – item/content specific intervention

49. Intervention Research
is a
Process of Inquiry

50. Develop Strategies Based on Your Question
Identify a Problem
Formulate a Question
Develop Strategies Based on Your Question
Develop a Plan for Data Collection
Next Steps
Gather and Analyze the Data
Reflect on the Results
Plan for the Next Action

51. My students perform well during classroom instruction but seem to fall apart on exams such as the DSTP or NAEP. They behave as if they have never seen a problem with this mathematical content and many of them even leave answers blank.
Small Group Activity- Use the Intervention Research Process of Inquiry to:
Formulate a question
Develop Strategies based on the question
Develop a plan for data collection

52. Fifth Grade
Sturdy paper plates come in packages of 8. How many packages of plates should the Yum Yum Deli supply so that each of the 527 people can have one plate?
Assessment purpose for this item:
Know what to do with the remainder.
Compute Correctly
Recognize that division is needed to solve this problem.

53. Sorting Activity Sort the papers A through M into three piles.
Need immediate intervention
Okay for Now
No intervention needed
Record your notes regarding anything you see that may be getting in the way of successfully completing the problem (Sorting Activity Handout).
Share your notes and carry out a group discussion regarding possible intervention strategies with one note taker in the group (Intervention Worksheet Handout).
Share one intervention with the entire room.

54. Develop Strategies Based on Your Question
Identify a Problem
Formulate a Question
Develop Strategies Based on Your Question
Develop a Plan for Data Collection
Next Steps
Gather and Analyze the Data
Reflect on the Results
Plan for the Next Action

55. The core purpose of professional development should be the continuous improvement of professional practice.
Thomas R. Corcoran, 1998

56. Administrators Have a Key Role
Make improving instructional practice and shared accountability for student achievement high priorities.
Recognize, value, and promote research-based effective instructional strategies and differentiated interventions.
Expect all faculty to engage in research-based effective instructional strategies and differentiated interventions.
Create learning communities that support teachers as they work to transform/improve instructional practice and develop interventions.
Provide time and guidance for collegial work.

57. School-Based Teacher Leaders Role
Create a safe environment for others to share their professional practices
Take the lead in sharing your professional practice and develop an intervention.
Maintain a stance of inquiry—”I wonder . . .”
Listen

58. Teachers Have a Role
Actively contribute to the creation of a safe environment for others to share their professional practices
Participate in the sharing of professional practice and be willing to implement and experiment with a variety of proposed interventions
Record and share feedback on your implementation of interventions
Maintain a stance of inquiry—“I wonder . . .“
Listen

59. The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge.
The Teaching Gap

61. Choosing and Using Reading Interventions
Sharon Walpole, Ph.D.
University of Delaware

62. Overview Introduce the Cognitive Model of Reading Assessment
Define characteristics of interventions that work
Compare and contrast intervention strategies and intervention programs
Provide access to public program reviews
Examine a comprehensive content-analysis system for coordinating choices for your district or school

63. 63

64. What is comprehension?
Comprehension is understanding what is heard or read.
Comprehension of any text involves creation of an integrated and coherent representation of the text.
Comprehension may or may not lead to memory for text or text ideas. 64

65. RAND’s heuristic for thinking about reading comprehension65

66. Stage models of reading
Comprehension
Oral Language
Fluency
Alphabetic Principle
Phonemic Awareness
When children are acquiring literacy – developing the skills necessary for reading comprehension – they tend to move through stages in which their focus is very different. All along, during each stage, they are developing oral language skills. Although our goal is increased comprehension, at times we must address lower-level skills. 66

67. This text is currently being revised; the Cognitive Model is part of the revision.67

68. Knowledge of Strategies
The Cognitive Model
Phonological
Awareness
Decoding and
Sight Word
Knowledge
Fluency in
Context
Print
Concepts
Automatic
Word
Recognition
Vocabulary
Knowledge
Background
Knowledge
Language
Comprehension
Reading
Comprehension
Knowledge of
Text and Sentence
Structures
Strategic
Knowledge
General Purposes
for Reading
Specific Purposes
for Reading
Knowledge of Strategies
for Reading 68

69. Assessment-Driven Decisions
Give screening test in a given area
(and in more basic areas if need be)
If screening identifies a problem area, give a diagnostic test to determine skill needs
Identify programs or strategies that specifically address the skill needs
Give progress monitoring tests periodically to determine impact of targeted instruction 69

70. The concept of three tiers of instruction
The 3-tier model (University of Texas System/Texas Education Agency, 2005) is a general framework — and just a framework — for explaining how any research-based program can be executed in a school. 70

71. Tier I: Core Grade-Level Reading Instruction
1. A core reading program grounded in scientifically based reading research 2. Benchmark testing of all students to determine instructional needs at least three times per year (fall, winter, and spring) 3. Ongoing professional development to provide teachers with the necessary tools to ensure every student receives quality reading instruction 71

72. Tier II: Supplemental Instruction
For some students, core grade-level reading instruction is not enough. Tier II is designed to meet the needs of these students by providing them with additional small-group reading instruction daily. 72

73. Tier III: Instruction for Intensive Intervention
A small percentage of students require more support in acquiring vital reading skills than Tier II instruction can provide. For these students, Tier III provides instruction that is more explicit, more intensive, and specifically designed to meet their individual needs. 73

74. A Stairway to Proficiency
Vocabulary & Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition 74

75. Automatic Word Recognition: Programs and Strategies
Tier 1
Tier 2
Tier 3
Phonological Awareness and Print Awareness
Decoding and Sight Word Knowledge
Oral Reading Fluency

76. Language Comprehension: Programs and Strategies
Tier 1
Tier 2
Tier 3
Vocabulary Knowledge
Background Knowledge
Text structure knowledge
Sentence structure knowledge

77. Strategic Knowledge: Programs and Strategies
Tier 1
Tier 2
Tier 3
Reading strategies
Specific purposes for reading
General purposes for reading

78. Comprehensive Early Interventions
A recent review of extensive interventions (those with at least 100 sessions) compared 12 studies.
The report provides descriptions, effect sizes, and cost estimates.

79. For temporary, targeted intervention efforts, avoid “comprehensive” solutions in favor of specialized ones.

80. focus is, how can I address it?
Once I know what my
focus is, how can I address it? 80

81. Effective interventions integrate three essential components:
Explicit, systematic content
Intensive instructional design
Reflexive instructional delivery
Meyers, S. D. (2006). Evaluating the effectiveness of a kindergarten intervention program. Unpublished executive position paper, University of Delaware.

82. Explicit Content: Lesson Focus
Phonemic Awareness
Find the middle sounds in words.
Word Recognition
Learn a series of new letter sounds.
Learn new consonant or vowel patterns.
Read and spell words that you see all of the time.
Fluency
Work with words that you must read quickly.
Read text repeatedly to increase rate.

83. Explicit Content: Teacher Modeling
Phonemic Awareness
Teachers use pictures, manipulatives, and hand signals to direct attention
Word Recognition
Teachers sound and blend words using standardized, repetitive procedures
Fluency
Teachers read to students or use choral or echo procedures to model fluent reading

84. Systematic Content Across lessons
Words and texts are organized from easiest to hardest over a sequence of lessons
Within lessons
The teacher models, works with the students, and then has them work independently
There are planned repetitions of old items and opportunities to demonstrate and assess mastery

85. Intensive Instructional Designs
Grouping
Smaller groups are more intensive; interventions usually require homogeneous groups
Time
Time on task, actually reading or writing or responding, is maximized; instruction is well organized
Opportunity
Students respond chorally or in every pupil response format to maximize individual chances; teacher uses specific error correction procedures

86. Reflexive Instructional Designs
Entry Points
Data are used to decide where students should begin a lesson sequence
Progress Monitoring
There are procedures to monitor whether students are learning the specific items taught in the intervention
Exit Points
There is a definite, specific goal for mastery of the skill that is targeted in the intervention

87. Is it possible to do all this without commercial programs?87

88. Nearly all vendors claim that their programs are scientifically based
Scientifically-based programs
Scientifically-based strategies
The entire program, tested with random assignment and implemented with fidelity, yielded better outcomes compared with a control group
The specific strategy, tested with random assignment and implemented with fidelity, yielded better outcomes compared with a control group
Actually, very few programs meet these stringent tests; rather, most programs combine a series of scientifically based strategies

89. Scientifically-based programs
Benefits
Costs
The scope and sequence is already systematic
There are scripts to keep instruction explicit
After initial training, less planning time is needed
Time and focus may be inconsistent with your needs
The programs may be expensive
There may be no way to allow multiple entry points

90. Scientifically-based strategies
Benefits
Costs
The instructional strategy is very specific to address one or two components of reading
The skill can be measured repeatedly to test student response
Strategies are published in research journals; you have to find them
More planning time is needed to assemble materials
You may not have adequate texts

91. What we have to avoid is continuing ineffective current practices
What we have to avoid is continuing ineffective current practices. Serving our children requires that we adopt scientifically-based strategies and/or programs and that we monitor their effectiveness for each child.

92. Descriptions of Programs

94. Descriptions of Programs
The Florida Center for Reading Research produces narrative descriptions of a variety of commercial programs.
The descriptions include any available research evidence.
fcrr.org

99. How could you inventory the strengths and weaknesses of your current programs?99

100. Procedures for Reviewing Programs
The Oregon Reading First Center used to review and rate programs; those ratings have been deleted from the website and only the rating guides are available.

101. The Oregon procedure includes items for analysis for K-3 intervention programs that could be very helpful to you.

102. Professional Development
Grouping structure
Whole group
Small group
1-on-1
Professional Development
Total number of hours
Time recommendations
Minutes per day
Days per week
Number of sessions
Materials
Provided
Created by teacher
Interventionist Qualifications
Certified teacher
Paraprofessional
Other
Total Cost Estimate

103. Instructional Design and Emphasis
Introduces a manageable amount of information and objectives within a lesson.
Provides sufficient emphasis on high-priority skills and strategies
Provides sufficient modeled examples prior to learner practice.
Includes sufficient opportunities for student responses.

104. Instructional Design and Emphasis
Structures adequate practice and review for mastery of new skill/strategy
Provides specific guidance for corrective feedback.
Includes specific recommendation or guidance for reteaching.

105. Instructional Grouping
Includes a placement test or process that allows students to start at different entry points in the materials depending on student performance.
Provides recommendations on group size and range of performance within groups.
Recommends and accommodates flexible groupings to maximize student learning.

106. Instructional Assessment
Allows teachers to determine the effectiveness of instruction by conducting frequent and ongoing assessment checkpoints on critical skills.
Includes assessment items for each major reading skill/strategy that can be used to determine what students need to learn and how much they have learned.

107. Instructional Assessment
Provides guidance to teachers on how to use assessment information to plan and differentiate instruction.
Monitors student progress at the end of each unit of instruction.

108. How could you critically evaluate the efficacy of your current programs?
108

109. Automatic Word Recognition: Programs and Strategies
Tier 1
Tier 2
Tier 3
Phonological Awareness and Print Awareness
Decoding and Sight Word Knowledge
Oral Reading Fluency

110. Language Comprehension: Programs and Strategies
Tier 1
Tier 2
Tier 3
Vocabulary Knowledge
Background Knowledge
Text structure knowledge
Sentence structure knowledge

111. Strategic Knowledge: Programs and Strategies
Tier 1
Tier 2
Tier 3
Reading strategies
Specific purposes for reading
General purposes for reading

112. Procedures for Reviewing Programs
The most recent procedure for program review is available from fcrr.org. It allows you to consider all programs, K-6, at once.

113. Review this content analysis procedure
Review this content analysis procedure. What would you have to do to use this procedure to consider new programs and/or strategies?

114. If I have strategies and/or programs, how might I deliver them?
114

115. This public-access document provides reasonable suggestions for elementary school intervention design.

116. Scheduling Options Strongest Design Moderate Weakest Design
Struggling students receive differentiated instruction from the classroom teacher PLUS additional intervention outside the reading block.
Moderate
Other adults push in to the classroom to provide intervention to struggling students while other students receive differentiated instruction.
Weakest Design
Classroom teacher provides instruction while other children engage in reading practice.

117. Who can provide these interventions?
117

118. Matching programs and strategies with personnel
Smaller range of adults
(e.g., certified specialists)
Highly scripted
Wider range of adults
(e.g., paraprofessionals)
Highly responsive
118

119. Matching programs and strategies with personnel
Smaller range of adults
(e.g., certified specialists)
Highly scripted
Wider range of adults
(e.g., paraprofessionals)
Highly responsive
119

120. Next Steps Inventory your current resources.
Locate potential new resources.
Center on Instruction Extensive Interventions?
FCRR interventions?
What Works Clearinghouse?
Use FCRR guide to analyze resources and understand their potential fit.
Consider your resources (time, personnel, and budget).

121. Web-Based Resources K-3 fcrr.org oregonreadingfirst.uoregon.edu/
K-12

122. Featured School – P.S. duPont, Brandywine School District
Lincoln Hohler, Principal
Alise Furlong, Teacher
Diana Golden, Teacher
Barbara Kaufman, Teacher
Linda Lobach, Teacher
Agnes Paul, Teacher

123. School Presentation by….
P. S. duPont Elementary School

124. R.T.I.
un BELIEVABLE !
UN certain
UN happy
UN fair
UN funded

125. The Continuum of Implementation
Where Are You?

126. Our school’s answers to:
R.T.I.
Our school’s answers to:
When? Who? How?

127. The “Mindset” “Village People” Relationships with colleagues
with students
with parents
The view and value of Data

128. The Data Dilemma The “More the Merrier” trap “Diagnosticians”
Common Assessments
NWEA Map
DSTP
DIBELS
Walpole Inventory
SuccessMaker data
Marking Period Grade Analyses
S.T.A.R.

129. 956322 M 2 3 206 203 210 7 2 ABOVE 211 217 B Page-Aaron,D Hakim, S
Student ID
Gender
Race
PY DSTP Reading
NWEA Spring 2007
NWEA Fall 2007
NWEA Winter 2008
NWEA Difference from Fall
Distance from PL3 Winter
PY DSTP Math
English/LA
English Teacher
Math
Math Teacher
Total Days Absent
Total Days Late
956322 M 2 3
206
203
210 7
2 ABOVE
211
217 B
Page-Aaron,D
Hakim, S
924319
213
224 13
16 ABOVE
219
218 1
4 ABOVE A
Whitaker, K C
Gilbert, N
443327
205
196
207 11
204
209 5 6
Davis,S.
Houser, S 4
009725 F
212 8
10 ABOVE
074095
215 -6
227
216
-11
1 ABOVE
Arasim, S
448821
183
188
199 9
184
225 22 D
Coco
Williams
070086
222
14 ABOVE
208
058266
195
173
-22 35

130. From Pointing Fingers to Holding Hands
From “One is the Loneliest Number” to “We’re All in This Together”
What is togetherness?
Support from:
State District
School Teacher
Student Family
Community
Student/Parent/Teacher Conferences
Goal setting with NWEA MAP data
Students tracking their own data
Progress/goal attainment feedback to parents

131. TIME and Collaboration
Mission Impossible
Finding blocks of 30 minutes w/o missing core content
Finding staff available during those blocks to provide 1:5 intervention
Finding time to identify/discuss individual “real time” student need
Finding time to plan and coordinate intervention with/between teachers

132. Traditional Collaborative Planning Session
“You know, I noticed the same thing with Johnny. The literal comprehension, pass the pickles, doesn’t seem, no –the sweet pickles, to give him, no, I’ll pass on the onions, got choir practice tonight – you know, “Love they neighbor!”, to be as much, how do you eat those hot peppers like that, do you have an asbestos stomach …
Traditional Collaborative Planning Session

133. TIME and Collaboration
Mission Accomplished
1. “Power Half Hour”
Mandatory SSR
Duty free scheduling maximizes available staff
Small group intervention
Model SSR while teachers collaboratively plan interventions
“Terrific Tuesdays”
90 minute whole team collaboration
2 – 45 minute intervention / enrichment periods
Based on “drilled down” need

134. “Drilling Down” Q.A.R. Vocab in Context Vocab Development
Corrective Reading A
Corrective Reading B
Corrective Reading C
Decoding
Fluency
Test Taking Skills
Sign Language
Comprehension
Math Applications
Basic Math Skills
Math Stats
SuccessMaker
Analytical Thinking
Team Building
Math 24
Book Club
Readers’ Theatre
Myth Busters
Chess
Guidance Groups
Bullying*
Get Energized
Leadership Core
Life Skills

135. The Target Team: Coordination of Support - IST Facilitator - Title I
- Support Staff
- Enrichment Teacher
- Administration

136. Next Steps
Professional Development
Common Language:
Benchmarking Interventions
Progress Monitoring
Greater prescriptive programming with SuccessMaker by teachers (frontloading, remediation, extension)